Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: Japanese

ISSN: 0913-4220

Language: French

ISSN: 0035-3841

Language: Korean

ISSN: 1226-9417

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Abstract/Notes: Penelitian ini bertujuan untuk menganalisis terkait kemampuan konsep bilangan anak usia 3-4 tahun di Kober Mentari Preschool Kecamatan Sumedang Utara Kabupaten Sumedang Tahun Pelajaran 2019/2020 dengan media Montessori number rods. Metode penelitian yang digunakan adalah library research adalah serangkaian kegiatan melalui 6 langkah kegiatan yaitu studi literatur, pengumpulan data, konsep yang diteliti, konseptualisasi, Analisa, kesimpulan dan saran. Peneliti menggunakan teknik analisis data kualitatif deskriptif, adapun sumber data dalam penelitian ini merupakan sumber data yang dipakai peneliti seperti jurnal ilmiah nasional, artikel yang berkaitan dengan ebook dan jurnal yang relevan dengan penelitian ini. Hasil dari penelitian ini menunjukkan bahwa melalui penggunaan media Montessori number rods dapat meningkatkan kemampuan konsep bilangan anak usia 3-4 tahun, kegiatan pembelajaran mengenai konsep bilangan menjadi mudah dan menyenangkan bagi anak, media pembelajaran yang dapat meningkatkan aspek-aspek perkembangan anak usia dini dan anak tidak merasa sedang belajar namun mereka merasa sedang bermain. / Penelitian ini bertujuan untuk menganalisis terkait kemampuan konsep bilangan anak usia 3-4 tahun di Kober Mentari Preschool Kecamatan Sumedang Utara Kabupaten Sumedang Tahun Pelajaran 2019/2020 dengan media Montessori number rods. Metode penelitian yang digunakan adalah library research adalah serangkaian kegiatan melalui 6 langkah kegiatan yaitu studi literatur, pengumpulan data, konsep yang diteliti, konseptualisasi, Analisa, kesimpulan dan saran. Peneliti menggunakan teknik analisis data kualitatif deskriptif, adapun sumber data dalam penelitian ini merupakan sumber data yang dipakai peneliti seperti jurnal ilmiah nasional, artikel yang berkaitan dengan ebook dan jurnal yang relevan dengan penelitian ini. Hasil dari penelitian ini menunjukkan bahwa melalui penggunaan media Montessori number rods dapat meningkatkan kemampuan konsep bilangan anak usia 3-4 tahun, kegiatan pembelajaran mengenai konsep bilangan menjadi mudah dan menyenangkan bagi anak, media pembelajaran yang dapat meningkatkan aspek-aspek perkembangan anak usia dini dan anak tidak merasa sedang belajar namun mereka merasa sedang bermain.

Language: Indonesian

DOI: 10.31004/obsesi.v6i2.1093

ISSN: 2549-8959

Abstract/Notes: Lo scopo dell’articolo è di mettere in evidenza quale ruolo educativo assegni la Montessori ad alcune tipologie di gioco. In particolare si cerca di mettere in evidenza la sua mancata comprensione del ruolo del gioco simbolico nei primi anni di vita dei bambini, dando vita ad un vero e proprio paradosso per cui nonostante l’osservazione dei bambini in contesti scolastici e naturali, che la Montessori ha preconizzato al fine di proporre una pedagogia con basi di natura scientifica, ella non è riuscita a integrare il gioco simbolico nella sua proposta pedagogica. Si mette anche in luce la sua sua sostanziale concordanza con Dewey nella descrizione di un tipo di attività intelligente che origina da un interesse del bambino nei confronti di uno stimolo ambientale su cui egli riesce a mantenere una concentrazione sostenuta, tuttavia la Montessori mantiene una profonda distanza terminologica da Dewey, che chiama questa attività “gioco”, mentre lei, invece, “lavoro”. Si dà conto infine del ruolo positivo che hanno l’attività giocosa e l’attitudine giocosa (playfulness) nel metodo montessoriano e anche dell’importanza dei giochi sensomotori e dei giochi di regole nell’applicazione didattica ed educativa del metodo stesso. Dall’analisi emerge che la Montessori ha saputo integrare la dimensione giocosa dell’attività umana nel processo di insegnamento/apprendimento attraverso il riconoscimento dell’attività ludiforme, pur con incomprensioni e paradossi in merito al gioco simbolico e in merito alla definizione stessa di gioco. / El propósito de este artículo es analizar el papel educativo que Montessori otorga a ciertos tipos de juego. En particular, se pretende poner de relieve su falta de comprensión del papel del juego simbólico en los primeros años de vida de los niños, creando una verdadera paradoja, ya que a pesar de la observación de los niños en contextos escolares y naturales, método propuesto por Montessori con el fin de conseguir una pedagogía con base científica, no ha sido capaz de integrar el juego simbólico en su propuesta pedagógica. En el artículo también se evidencia la concordancia sustancial con Dewey en la descripción de un tipo de actividad inteligente que se origina en el interés del niño por un estímulo ambiental a partir del que es capaz de mantener una concentración sostenida, sin embargo, Montessori mantiene una profunda distancia terminología con relación a Dewey, quien llama a esta actividad “juego”, mientras que para Montessori es “trabajo”. Finalmente, se aborda el papel positivo que tienen las actividades y actitudes lúdicas (playfulness) en el método Montessori y también la importancia del juego sensoriomotor y el juego de reglas en la aplicación didáctica y educativa del propio método. El análisis muestra que Montessori ha sido capaz de integrar la dimensión lúdica de la actividad humana en el proceso de enseñanza/aprendizaje a través del reconocimiento de este tipo de actividad, a pesar de la incomprensión y las paradojas sobre el juego simbólico y de la propio definición de juego. / The purpose of the article is to highlight the role played by certain types of game in Montessori. In particular, it seeks to highlight the lack of understanding of the role of symbolic play in the early years of children’s lives, creating a real paradox in the Montessori system despite her observation of children in school and natural contexts. Montessori has advocated a view to proposing a pedagogy with scientific bases, but she has been unable to integrate the symbolic play in its pedagogical proposal. I also try to outline her substantial correlation with Dewey in the description of a type of intelligent activity that originates from a child’s interest in respect of an environmental stimulus on which he is able to maintain a sustained concentration, however Montessori maintains a deep distance from Dewey in terminology, who calls this activity “game”, while she, instead, “work.” I give an account of the positive role that have the playful activities and the playful attitude (playfulness) in the Montessori method and of the importance of sensorimotor games and rulegames. The analysis shows that Montessori has been able to integrate the playful dimension of human activity in the teaching/learning process through a general recognition of the playful activity, despite misunderstandings and paradoxes about the symbolic play and on the very definition of play.

Language: Italian

ISSN: 2255-0666

Language: English

ISSN: 0571-1142

Abstract/Notes: 4-5 yaş grubu çocuklarının motor beceri, görsel algı ve bellek, el-göz koordinasyonu ile küçük kas becerilerini kazandırmada Montessori Eğitim Programının etkililiğinin değerlendirilmesi bu çalışmanın amacını oluşturmuştur. Bu çalışmada, Bahçelievler Belediyesi Anaokulunda eğitim gören 4-5 yaş grubu çocuklara Montessori Eğitim Programı ve MEB Okul Öncesi Eğitim Programı ile motor beceri, görsel algı ve bellek, el-göz koordinasyonu ile küçük kas becerileri kazandırılmaya çalışılmış ve hangi yöntemin daha etkili olduğu incelenmiştir. Araştırma betimsel tarama modelindedir. Araştırmaya, MEB Okul Öncesi Eğitim Programı ile eğitim gören 4 yaş grubu 10 çocuk ve 5 yaş grubu 10 çocuk, toplam 20 çocuk iki grup olarak ve Montessori Eğitim Programı ile eğitim gören 4-5 yaş karma grubu 20 çocuk tek grup olmak üzere toplam 40 çocuk dahil edilmiştir. 12 hafta boyunca 20 çocuk 4 ve 5 yaş grubu ayrı iki grup MEB Okul Öncesi Eğitim Programı ile diğer 20 çocuk ise 4 ve 5 yaş grubu karma bir grup Montessori Eğitim Programı ile eğitim almaya devam etmiştir. Araştırmanın ön test ve son test uygulamalarında, veri toplama aracı Gesell Gelişim Testi ve Denver II Gelişimsel Tarama Testi kullanılmıştır. Elde edilen verilerin analizinde, Mann Whitney - U Testi ve Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Sonuçta, Montessori Eğitim Programı ve MEB Okul Öncesi Eğitim Programı ile eğitim gören çocuklarının ön test başarıları arasında anlamlı düzeyde fark bulunmazken, son test başarıları arasında Montessori Eğitim Programı ile eğitim gören grup lehine anlamlı düzeyde bir farklılık bulunmuştur. / Assessing the effectiveness of Montessori Education Program in bringing small muscle skills with 4-5 age group children’s motor skills, visual perception and memory, hand-eye coordination, constitutes the purpose of this study. In the study, small muscle skills with motor skill, visual perception and memory, hand-eye coordination were tried to be brought to 4-5 age group children who receive education in Nursery School of Bahçelievler Municipality with the help of Montessori Education Program and Preschool Education Program of the Ministry of Education and the aspect of the methods being more effective was researched. The design of the research is descriptive survey study. 10 children at the age of 4 and 10 children at the age of 5, 20 children as two groups in total, who receive education with Preschool Education Program of the Ministry of Education and mixed 20 children as a single group at the ages of 4-5, who receive education with Montessori Education Program, 40 children in general total were covered in the research. During 12 weeks, 20 children from 4 and 5 age groups continued to receive education with Preschool Education Program of the Ministry of Education as two separate groups, while other 20 children from 4 and 5 age groups continued to receive education with Montessori Education Program as a mixed group. In order to collect data, Gesell Developmental Test and Denver II Developmentel Screening Test were used. In the research, to analyze the data, Test of Mann Whitney – U and Wilcoxon Rank Sum Test for Independent Samples were used. As a result, while there were no significant differences between preliminary test achievements of the children receiving Montessori Education Program and Preschool Education Program of the Ministry of Education, a substantial difference was discovered between the final test achievements in favor of the group of Montessori Education Program.

Language: English, Turkish

DOI: 10.7827/TurkishStudies.9053

ISSN: 1308-2140

Language: Japanese

ISSN: 0913-4220